Research on second language acquisition generally suggests that input needs to be noticed before turning into the intake. Therefore, the current paper explored the comparative effects of textual enhancement on Iranian EFL learners’ vocabulary noticing. Thirty students from an intact class of general English course participated in this study. During the semester, an extended paragraph from which 18 target words were perceptually enhanced using boldfacing and Emoji stickers or were left untouched was distributed to the participants using the smartphone Telegram application. After 45 minutes, they received a set of post-reading vocabulary questions through Telegram and were asked to type the answers and send them back to the examiner. The results of Repeated Measures ANOVA indicated that both textual enhancement techniques had a significantly positive effect on their vocabulary noticing. The paper discusses the findings and implications for both EFL teachers and language learning materials developers. پرونده مقاله

Wikis, as one of the Web social networking tools, have been increasingly integrated into second language instruction to promote collaborative writing. The purpose of this study was to examine whether the use of wikis as a collaborative tool affected language learners’ writing accuracy. To this end, 72 EFL learners were selected from a language institute in Gachsaran, Iran. The selection of participants were based on the results of their OPT test scores (among 80 students). They were randomly assigned into control and experimental groups. The participants of experimental group were asked to upload their writing assignments in the teacher- created wiki site where they edited and corrected their classmates’ writings and sometimes discussed their writing topics. On the other hand, the control group delivered their writing assignments to the teacher for corrections and corrective comments. The participants’ performances in pre-test and post-test were compared. The obtained results indicated that the participants in the experimental group significantly outperformed their counterparts in the control group in terms of writing accuracy. The results confirmed the positive effect of teaching writing through wiki. پرونده مقاله

The current paper investigated the effect of postmethod pedagogy on senior high School students’ achievement, academic self-efficacy, achievement emotions, and self-esteem. The participants of this study included 120 female students in Zahedan located in the Iranian province of Sistan and Baluchistan. They were randomly recruited and categorized into two control and experimental groups. The students’ academic achievement was measured through a pretest. Subsequently, the Morgan-Jinks Student Self-Efficacy Scale (MJSES), Pekran Academic Achievement Emotions Questionnaire (AEQ) (2005), and Rosenberg Self-Esteem Scale (RSES) were distributed among the participants in both groups. The control group received instruction based on the conventional method, while instruction in the experimental group was based on the new method during the academic year. Upon the completion of the study, the achievements of both groups were measured again through a posttest. The data obtained were analyzed to reveal that postmethod played an important role in teaching and the use of this approach could develop academic achievement, self-efficacy, emotions, and self-esteem among senior high school students. پرونده مقاله